Four Book Reviews: A Description and Critical Analysiseu.montana.edu/pdf/xli/presentations/zuck.pdf · ACCOUNTING MINOR Purpose of the Presentation Present a book review on four books

Book Reviews by:

Barbara Zuck, Ed.D.

Assistant Professor of Business

Montana State University-Northern

Photography by:

Virgil Hawkinson, Ed.D.

Professor, Montana State University –

Northern

Brent Brooks, J.D.

City Attorney, City of Billings

Four Book Reviews: A Description and Critical Analysis

Virgil Hawkion Photography

ACCOUNTING MINOR

Purpose of the PresentationPresent a book review on four books related

to online teaching and learning. Virgil Hawkinson Photography

ACCOUNTING MINOR

Each book review may persuade you to read the book. You may be exposed to new techniques

which may help you navigate your online teaching and learning experiences.

Virgil Hawkinson Photography

Four Points

1. Give essential information about the book

2. Present a concise summary of the content

3. Offer a critical assessment of the content

4. Identify a potential audience

Each Book Review

Brent Brooks' Photography

Four Book Reviews

Empowering Online Learning: 100+ Activities for

Reading, Reflecting, Displaying, & Doing

(2008)

Curtis J. Bonk and Ke Zhang

Making Online Teaching Accessible:

Inclusive Course Design for Students with Disabilities

(2008)

Norman Coombs

The Online Teaching Survival Guide:

Simple and Practical Pedagogical Tips

(2010)

Judith V. Boettcher and Rita-Marie Conrad

Blended Learning in Higher Education:

Framework, Principles, and Guidelines

(2010)

D. Randy Garrison and Norman D. Vaughan

Brent Brooks’ Photography

ACCOUNTING MINOR

Book Review #1Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, & Doing


Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying & Doing

ISBN 978-0-7879-8804-3

Authors Curtis J. Bonk, Ke Zhang

Publisher Jossey-Bass An Imprint of John Wiley & Sons, Inc.San Francisco, CAwww.josseybass.com

Date 2008

Format Paperback and E-book

Length 303 pages

Price $40.00

Authors Bonk and Zhang have conducted research in the area of online learning, particularly collaborative teaming, problem-based learning, and mentoring

• Curtis J. Bonk

• Faculty member at West Virginia University and Indiana University

• Received numerous awards:

• CyberStar Award from the Indiana Information Technology Association in 2002

• Most Outstanding Achievement Award from theU.S. Distance Learning Association in 2003

• Most Innovating Teaching in a Distance Education Program Award from the state of Indiana in 2003

• Alumni Achievement Award from the University of Wisconsin in 2004

• Ke Zhang

• Assistant professor at the Instructional Technology Program at Wayne State University since 2006

• Consulted in instructional design and organizational change

Concise

SummaryChapter 1

Solution Evaluation Knowledge Transfer

Problem Orientation Knowledge Acquisition

Problem Clarification Knowledge Construction

Solution SeekingKnowledge Representation

READING

RE

FL

EC

TIN

G

DISPLAYING

DO

ING R2D2

Model

R2D2Model

Phase Type of Learner

1.READ

Auditory and verbal learners

2.REFLECT

Reflective and observational learners

3.DISPLAY

Visual learners

4.

DO

Tactile and kinesthetic learners

Concise

Summary

R2D2ModelPhase 1

Activities of Phase 1

Phase 1 READ

“Auditory and verbal learners prefer words, sounds, and spoken or written explanations” (p. 5).

Concise

SummaryChapters 2 and 3


1.READ


25 Activities

Concise


1. Online Scavenger Hunt

2. Web Tours and Safaris

3. WebQuest

4. Guided Readings

5. Discovery Readings

6. Foreign Language Readings Activities and Online News

7. FAQs and Course Announcement Feedback

R2D2Model


1.READ


25 Activities

Concise


8. Question-and-Answer Sessions with Instructor

9. Online Expert Chats

10.Online Synchronous Testing

11. Synchronous or Virtual Classroom Instructor Presentations

12. Online Webinars

13. Public Tutorials, Wizards, and Help Systems

R2D2Model


1.READ


25 Activities

Concise


14.Expert Lectures and Commentary

15.Online Podcast Lecture or Podcast Show

16.Audio Dramas / Radio Show

17. Posting Video-Based Explanations and Demos

18.Online Sound or Music Training

19.Online Literature Readings

R2D2Model


1.READ


25 Activities

Concise


20.Online Poetry Readings

21.Posting Webliographies or Web Resources

22.Text Messaging Course Notes and Content

23.Text Messaging Course Reminders and Activities

24.Online Language Lessons

25.E-Book and Wikibook Reports and Critiques

R2D2Model

R2D2Model

Phase 2Activities of

Phase 2

Phase 2 REFLECT

“Reflective and observational learners prefer to reflect, observe, view, and watch learning; they make careful judgments and view things from different perspectives, including, reflection, self-testing, review, and reflective summary writing” (p. 5).

Concise



2.REFLECT

Reflective and Observational Learners

25 Activities

Concise


26.Post Model Answers

27.Reuse Chat Transcripts

28.Workplace, Internships, or Job Reflection

29.Field and Lab Observations

30.Self-Check Quizzes and Exams

31.Online Discussion Forums and Group Discussions

R2D2Model


2.REFLECT


25 Activities

Concise


32.Online Portal Explorations and Reflections

33.Lurker, Browser, or Observer in an Online Group

34.Podcast Tours

35.Personal Blogs

36.Collaborative or Team Blogs

37.Online Resource Libraries

R2D2Model


2.REFLECT


25 Activities

Concise


38.Social Networking Linkages

39.Online Role Play Reflections

40.Synchronous and Asynchronous Discussion Combinations

41.Self-Check Reflection Ideas

42.Electronic Portfolios

43.Individual Reflection Papers

R2D2Model


2.REFLECT


25 Activities

Concise


44.Team or Group Reflective Writing Tasks

45.Super-Summaries, Portfolio Reflections, and Personal Philosophy Papers

46.Online Cases, Situations, Vignettes

47.Satellite Discussion or Special Interest Groups

R2D2Model


2.REFLECT


25 Activities

Concise


48.Small-Group Case Creations and Analyses

49.Small Group Exam Question Challenges

50.Reaction or Position Papers

R2D2Model

R2D2Model


Phase 3

Phase 3 DISPLAY

“Visual learners prefer diagrams, concept maps, flowcharts, timelines, pictures, films, and demonstrations”(p. 5).

Concise



3.DISPLAY

Visual Learners

25 Activities

Concise


51.Anchored Instruction and Online Video

52.Explore and Share Online Museums and Libraries

53.Concept Mapping Key Information

54.Video-streamed Lectures and Presentations

55.Video-streamed Conferences and Events

R2D2Model


3.DISPLAY

Visual Learners

25 Activities

Concise


56.Interactive News and Documentaries

57.Interactive Online Performances

58.Design Evaluation

59.Design Generation

60.Design Reviews and Expert Commentary

R2D2Model


3.DISPLAY

Visual Learners

25 Activities

Concise


61.Online Timeline Explorations and Safaris

62.Virtual Tours

63.Visual Web Resource Explorations

64.Animations

65.Advance Organizers: Models, Flowcharts, Diagrams, Systems, and Illustrations

R2D2Model


3.DISPLAY

Visual Learners

25 Activities

Concise


66.Virtual Field Trips

67.Video Modeling and Professional Development

68.Movie Reviews for Professional Development

69.Whiteboard Demonstrations

70.Online Visual Tools

71. Video Blogs and Adventure Learning

R2D2Model


3.DISPLAY

Visual Learners

25 Activities

Concise


72.Chart and Graph Tools

73.Mashups of Google Maps

74.Broadcast Events

75.Online Multimedia and Visually Rich Cases

R2D2Model

R2D2Model


Phase 4

Phase 4 DO

“Tactile and kinesthetic learners prefer role play, dramatization, cooperative games, simulations, scenarios, creative movements and dance, multisensory activities, manipulatives, and hands-on projects” (p. 5).

Concise



4.DO

Hands-on Learners

25 Activities

Concise


76.Web-Based Survey Research

77.Video Scenario Learning

78.Content Review Games

79.Online Review and Practice Exercises

80.Mock Trial or Fictional Situations

81.Online Role Play of Personalities

R2D2Model


4.DO

Hands-on Learners

25 Activities

Concise


82.Action Research

83.Interactive Fiction and Continuous Stories

84.Real-Time Cases

85.Course Resource Wiki Site

86.Wikibook Projects

87.Online Glossary and Resource Links Projects

R2D2Model


4.DO

Hands-on Learners

25 Activities

Concise


88.On-Demand and Workflow Learning

89.Digital Storytelling

90.Online Documentation of Internship, Field Placement, Practicum Knowledge Applications, and Experiences

91.Authentic Data Analysis

R2D2Model


4.DO

Hands-on Learners

25 Activities

Concise


92.Online Science Labs and Demonstrations

93.Simulation Games

94.Simulations and Games for Higher-Level Skills

95.Client Consulting and Experiential Learning

96.Online Tutoring and Mentoring

R2D2Model


4.DO

Hands-on Learners

25 Activities

Concise


97.Cross-Class Product Development and Creativity

98.Cross-Class Content Discussions, Analyses, Competitions, and Evaluations

99.Learner Podcast Activities, Events, and Shows

100.Design Course Web Site

R2D2Model

Four Phases Overlap: Integrating and Reflecting

Combined power helps move learnersuccessfully throughcomplex situations

Each aspect is a significantcomponent to Wheel of Learning

Display

ReadReflect

Do

Concise

SummaryChapter 10

Critical

AssessmentFour Gold Stars

Each Activity Included:

• Description and Purpose of Activity

• Skills and Objectives

• Advice and Ideas

• Variations and Extensions

• Key Instructional Considerations

• Risk index

• Time index

• Cost index

• Learner-centered index

• Duration of the learning activity

Critical

AssessmentFour New Strategies I Utilize

Post Model Answers

Ask former students if I can repost their answers or work from previous semesters for new students.

Video-streamed Conferences and Events

Learners watch an online conference video-stream and write reflection papers focusing on key course concepts that were mentioned or alluded to by speaker.

Online Cases

Online case studies and situations foster analysis and evaluation skills.

Guided and Discovery Readings

Collect readings that relate to a content area and ask students to select articles based on course-related interests and incorporate into discussions and papers.

Critical

AssessmentWhat I want to implement!

Digital Storytelling

Multimedia software to combine text, pictures, sound, graphics, and videos

Virtual Field Trip

The Web contains virtual field trips to different geographic places, historical events, and famous individuals

Concept Mapping Key Information

Learners will general of key information or knowledge gained representing different weeks, chapters, lectures, or modules.

Intended

Audience

First-time to Experienced Faculty and Course Designers

First-timers: tool to use when creating or conducting an online course

Experienced e-instructors: tool for reflecting on as well as integrating their existing online teaching practices

Technology Integration, Education Technology and Instructional Design Courses

Undergraduate and graduate level – textbook or supplemental reading

Professional Development Workshops

Related to online teaching and learning

ACCOUNTING MINOR

Book Review #2Making Online Teaching Accessible:

Inclusive Design for Students with DisabilitiesVirgil Hawkinson Photography

Making Online Teaching Accessible: Inclusive Course Design for Students with Disabilities

ISBN 978-0-470-49904-7

Author Norman Coombs


Date 2008

Format Paperback and E-book

Length 169 pages

Price $28.00

Norman’s blindness was an advantage …the computer was already a communication tool where as others still saw it as a computational devise

• At eight years old, Norman Coombs lost his sight in a play accident .

• He relied on Braille and tape recordings for his formal education from then on.

• He earned a Ph.D., taught history for twenty-five years, and published a book, Black Experience in America (1972).

• In the mid 1980’s, a colleague nagged him to try the Apple Computer that was connected to a voice synthesizer. After trying it, he was able to both write and proofread class handouts.

• He discovered e-mail and did not have to find colleagues on campus to read his messages to him.

• His real awakening came when he realized that if students sent him their papers in e-mail, he could readthem by himself. He had more freedom and independence.

Norman Coomb’s Accomplishments

• Helped to pioneer the distance learning program at the Rochester Institute of Technology

• In 1990, New York State honored Norman with the Teacher of the Year Award for his distance education work

• Taught online for the New York School for Social Research, San Diego State University, the University of Southern Maine, and the University of Washington

• Since retiring in 1997, Norman is CEO of EAST: EqualAccess to Software and Information (http://easi.cc)

• EASI provides online courses and webinars to informfaculty and staff about accessible information technology

Concise

SummaryChapter 1

Seven Principles of Universal Design

1) Equitable use

2) Flexibility in use

3) Simple and intuitive

4) Perceptible information

5) Tolerance for error

6) Low physical effort

7) Size and space for approach and use

Concise

SummaryChapter 1

Providing accessible content is a legal requirement for the institution, its staff, and its faculty.

•Section 504 of the 1973 Rehabilitation Act

•Section 508 of the 1973 Rehabilitation Act

•Title II of the American with Disabilities Act

Concise

SummaryChapter 2

Three Important Components

Learning Management System• Easy to navigate• Accessible

FacultyContent: • meets high standards of

effective communication • avoids technical

accessibility problems

Students• Up to date technology• Skill in using adaptive

technology• Doing good work

Concise

SummaryChapter 2

Issues Common to Most Learning Management Systems

Page layout and page navigation: daunted by the complexity

Text Chat: the rapid stream of text chat can quickly become overwhelming

Whiteboard: screen readers cannot handle the content and does not work well for students who are blind

Online Learning

Infrastructure

Concise

SummaryChapter 2

Creating Accessible Online Course Content

Courses had a number of similarities:

• Consistent designs

• Proper headings

• Fewer frames

• Contrasting colors

• Accessible graphics

Online Learning

Infrastructure

Concise

SummaryChapter 2

Be Learner - Centered

Thomas Friedman, in his book The World is Flat, contends that information technology is leveling power relationships (Friedman, 2005)

In the online arena, students and teachers are now more equal participants.

This pushes faculty to see students:

• as someone with unique learning styles and needs

•as someone who can be helped or hindered by the way an online course content is presented

Faculty’s Part

Concise

SummaryChapter 2

Modularize and Organize Course Content

Divide lessons into small, “bite-size” pieces, often called “chunking”

Segment online lessons for all learners so that they can be completed in short chunks:

•Asynchronous e-learning lessons to two to five minutes

•Synchronous e-learning lessons to an hour

Faculty’s Part

Concise

SummaryChapter 2

Provide a Text Equivalent for Every Nontext Element

A screen reader cannot describe an image

The author can attach a short, hidden text description to the image which the screen reader will vocalize for its user

Add graphics that clearly support the textSection 508, 1194.22 (a) states:

“A text equivalent for every nontext element shall be provided (e.g., via “alt”, “longdesc”, or in element content).”

(Section 508 of the Rehabilitation Act of 1973).

Faculty’s Part

Concise

SummaryChapter 2

Include Captions for Multimedia Presentations

A caption refers to text that is synchronized with a visual presentation

Captains allow for videos to be searched via the text in the captain

Section 508, 1194.22 (b) states: “Equivalent alternatives for any multimedia presentation

shall be synchronized with the presentation” (Section 508 of the Rehabilitation Act of 1973).

Faculty’s Part

Concise

SummaryChapter 2

Use Color Carefully

Without some kind of key to the colors used, anyone will need to “decode” the information

A map of the United States with the most environmentally conscious states shown in green and the others shown in red must also provide another way to access the information about the states’ environmental leanings, such as a list ranking them from best to worst or an icon in each of the “green” states.

Section 508, 1194.22 (c) states: “Web pages shall be designed so that all information conveyed with

color is also available without color, for example from context or markup” (Section 508 of the Rehabilitation Act of 1973).

Faculty’s Part

Concise

SummaryChapter 2

Use Headers to Make Data Tables Accessible

Someone who is either visual processing or cognitive disabilities, the denseness itself can make a table extremely difficult to understand.

Students who depend on a screen reader hear the contents of he table read cell by cell. They must then conceptualize the table as a whole.

Students who use screen magnification software is likely to move parts of the table beyond the edges of the computer’s monitor.

As a general rule, it is better to keep tables on the small side.

Section 508, 1194.22 (g) specify that row and column headersbe used and identified. (Section 508 of the Rehabilitation Act of 1973).

Faculty’s Part

Concise

SummaryChapter 2

Web Conferencing

These are real-time group events in which people assembly in a virtual learning space.

Difficulties:

• Background text chatter

• Several things happening at the same time

• Using a keyboard to communicate

Faculty’s Part

Concise

SummaryChapter 2

Up-to-date Technology

“Online learning systems assume that students have computers that, though they may not be the absolute latest, can handle most Web features” (p. 29)

Skill in Using Adaptive Technology

“It is reasonable to expect students to know how to use their assistive software, and the more advanced their skill in using it, the quicker they will be able to understand the course content and complete assignments” (p. 29).

Doing Good Work

“Providing a more level learning space means giving motivated students with disabilities the opportunity to compete favorably with the rest of the class. It does not mean providing special treatment” (p. 30).

Student’s Part

Concise

SummaryChapter 3

Creating AccessibleContent:

Wordand

Excel

• Structure the document thoughtfully

• Use Word styles to implement the structure

• Add Alt Text labels to identify images

• For complex graphics, include a discussion explaining them in text

• Keep tables and spreadsheets simple, make headers clear, and include a text summary

Concise

SummaryChapter 4


PowerPoint

• Structure the presentation thoughtfully

• Select contrasting foreground and background colors

• Don’t overcrowd your slides

• Use a clean typeface and an adequate font size

• Add alt text labels to identify images

Concise

SummaryChapter 4


PowerPoint

• Avoid using animations, slide transitions, and automatic timing

• For complex graphics or tables, include a longer explanation in the slide notes

• Provide a transcript or narration for those who will be unable to hear the audio.

Concise

SummaryChapter 5

DeliveringAccessible

Content

Requires careful

planning

• Native files

• PDF

• Web Page

• Embossed Hard-Copy Braille

• DAISY format (digital talking books)

• Online Accessibility Checks

•Free: WAVE and Achecker

Concise

SummaryChapter 6

Science,Technology,Engineering,

Math

• Install MathType

• Publish a document in MathML (file extension .xhtml or .xht)

• Upload the file to the Web or to a learning management system as a Web page

Concise

SummaryChapter 7

Multimedia Audio

• Multimedia does enrich course content

• It can provide a refreshing change of pace

• Can sometimes convey the message more clearly

•Keep it simple, short, relevant

Concise

SummaryChapter 8

Campus Wide Support Team is Necessary

“If as they say, it takes a village to raise a child, it takes a campus wide support team to provide an effective, equal learning experience for these students” (p. 124).

Staff• Student disability services• Online learning department• Academic computing • Library• Alternative text production

Faculty• Online - different disciplines• Faculty Governance Organization

Administrators• Office of the Provost• Finance Office• ADA Compliance Officer

Critical


Ah! Ah! Moments

Oh, I had no idea!

Good explanations on why people with disabilities have difficulties: visually-impaired; hearing impaired; mobility

“Accessibility Issues”

Detailed explanations and screen shots

“Step-by-step” instructions

Features to avoid

“What” and “Why”

Critical

AssessmentThree New Strategies I Utilize

Using Styles in MS Word

• Consistent appearance

• Clear navigation

• Automatically create a Table of Contents

• Provide better accessibility to the document for readers with disabilities

No longer using Text Boxes in PowerPoint

Text boxes get lost when exported to another format

Chunking

Number is 6! Six minutes; Six slides; Six points

Critical


Adding a narration to PowerPoint slides

Creating a transcript

Using an Online Accessibility Checkers

WAVE and Achecker

Multimedia

Providing captioned video

Web Based Pages

Make content available as a web page, rather than always PDF

Intended

Audience

Faculty

• New to online teaching• Improve quality of teaching and clarity of communication for everyone• Apply universal design principles

Staff

• Serve students with disabilities - face-to-face settings and online• Assist students is using computers for their coursework• Understand assistive software

Administrators

• Administration support: legal responsibility, ADA compliance, financial support, training and development resources

ACCOUNTING MINOR

Book Review #3The Online Teaching Survival Guide:

Simple and Practical Pedagogical TipsBrent Brooks’ Photography

The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips

ISBN 978-0-470-42353-0

Authors Judith V. Boettcher,Rita-Marie Conrad


Date 2010

Format Paperback

Length 300 pages

Price $38.00

Authors Boettcher and Conrad are consultants, authors, and speakers on online and distance learning

• Judith V. Boettcher

• Affiliated with the University of Florida

• Founder of and consultant with Designing for Learning

• Was the director of the Office of Interactive Distance Learning at Florida State University and director of Education Technology Services at Penn State University

• Rita Marie Conrad

• Online faculty member at various institutions

• Developed and led two online programs for theInstructional Systems major at the University of Florida

• Interacts with faculty as an online instructor for courses such as Designing Online Instruction and Engaging Online Learners sponsored by the Learning Resources Network

Concise

Summary

Part One: Core Principles

andBest Practices

Part Two: Simple,

Practical, and

PedagogicallyBased Tips

Part Three: What’s Next:

Reflectingand

LookingAhead

Content Arranged in 3 Parts: Twelve Chapters Focused on Online Teaching and Learning

PART ONE

Core Principles and Best Practices of Online Teaching and Learning

Learning Resources and Spaces

More flexibleContent resources

are expanded

Major Differences Between Online and Campus Courses

Concise

SummaryChapter 1

MeetingsPrimarily asynchronous –

at different timesGood Practice: synchronous

LearnersMore active

Cannot hide passively

AssessmentContinuous

Get to know the studentsMore varied

FacultyRole shifts to coaching

and mentoring

Theoretical Foundations

Concise

SummaryChapter 2

10 Core Learning Principles

Learner

Content

Environment

Faculty

Concise

SummaryChapter 3

Ten Best Practices for Teaching Online

1. Be present at the course site

2. Create a supportive online course community

3. Develop a set of explicit expectations for your learners and yourself

4. Use a variety of large group, small group, and individual work experiences

5. Use synchronous and asynchronous activities

Concise

SummaryChapter 3

Ten Best Practices for Teaching Online

6. Ask for informal feedback early in the term

7. Prepare discussion posts that invite responses, questions, discussions, and reflections

8. Search out and use content resources that are available in digital format if possible

9. Combine core concept learning with customized and personal learning

10.Plan a good closing and wrap activity for the course

PART TWO

Simple, Practical, and Pedagogically Based Tips

Content is arranged in Four Phases

Concise

Summary

Phase OneStarting Off on the Right Foot

in the Course Beginnings

Phase TwoKeeping the Ball Rolling

in the Early Middle

Phase ThreeLetting Go of Power in the Late Middle

Phase FourPruning, Reflecting, and

Wrapping Up in the Closing Weeks

Phase One: 10 Tips for Course Beginnings

Concise

SummaryChapter 5

1. Course Launch Preparations

2. How Not to Lose the First Week

3. How an Online Syllabus is Different

4. Launching Your Social Presence

5. Getting to Know Students’ Minds Individually

Phase One: 10 Tips for Course Beginnings

Concise

SummaryChapter 5

6. Getting into the Weekly Rhythm

7. The Why and How of Discussion Boards

8. Characteristics of Good Discussion Questions

9. Managing and Evaluating Discussion Postings

10. The Faculty Role in the First Weeks

Phase Two: 14 Tips for the Early Middle

Concise


1. Tools for Communicating Teaching Presence: E-mails, Announcements, and Discussion Forums

2. Making Good Use of the Course Management Tools

3. Weekly Rhythm: Challenges to the Plan

4. Early Feedback Loop from Learners to You


Concise


5. Early Feedback Tools:Rubrics, Quizzes, and Peer Review

6. The Why and How of Group Projects Online

7. Sharing the Teaching and Learning: Working with a Teaching Assistant

8. Promoting Peer Interaction and Community


Concise


9. Online Classroom Tools for Synchronous Collaboration

10. Using Audio and Video Resources to Create a More Engaging and Effective Classroom

11. A Good Discussion Post Has Three Parts


Concise


12. Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Through Threads

13. Getting an Early Start on Cognitive Presence

14. Launching Projects That Matter to the Learner

Phase Three: 14 Tips for the Late Middle

Concise


1. Questions and Answers: Upside Down and Inside Out

2. Three Techniques for Making Your Students’ Knowledge Visible

3. Moving Beyond Knowledge Integration to Defining Problems and Finding Solutions


Concise


4. “Are You Reading My Postings?” Do You Know Who I Am” Simple Rules About Feedback

5. Feedback on Assignments: Being Timely and Efficient

6. Reshaping Learning Habits of Online Students

7. Customizing and Personalizing Learning


Concise


8. Managing and Facilitating Group Projects

9. Assessing Group Projects

10. A Rubric for Analyzing Critical Thinking

11. Four Effective Practices During Project Times


Concise


12. Course Middles and Muddles: Souped-Up Conversations That Help Build Community

13. Using Social Networking Techniques to Build a Learning Community

14. Experts: A Touch of Spice

Phase Four: 9 Tips for the Closing Weeks

Concise


1. Reaching the Heights of Learning: Authentic Problem Solving

2. Using “What-If” Scenarios: Flexing Our Minds With Possibilities

3. Stage 3 of the Learning Community: Stimulating and Comfortable Camaraderie


Concise


4. Learning as Leaders

5. Course Wrapping with Concept Mapping: A Strategy for Capturing Course Content Meaningfully

6. Pausing, Reflecting, and Pruning Strategies


Concise


7. Creating a Closing Experience: Wrapping Up a Course with Style

8. Real-Time Gatherings: Stories and Suggestions for Closing Experiences

9. Debriefing Techniques with Students: What One Change Would They Recommend?

PART THREE

What’s Next

Phase One: Common Problem Areas

Critical

AssessmentChapter 12

Stop!Reflect!Debrief!

Learners were confused about activities

Some students can be bullies or simply have bad manners

Discussions were flat or never got going

You’re not feeling comfortable with the course management system

Phase Two: Common Problem Areas

Critical



A learning community never formed

Phase Three: Common Problem Areas

Critical



Assignments were consistently late

Phase Four: Common Problem Areas

Critical



The course could use more “pizzazz”

Final course evaluation responses unpleasantly surprised you

Something is not quite right, but you’re not sure what

Advice from fellow online instructors:Just Do Your Best

Concise

SummaryChapter 12

“Nobody has figured it all out, but just do your best to be better at it tomorrow than you were yesterday, and you’ll make it fine!”

David W. Forman, Ed.D.Graduate EducationGeorgetown CollegeGeorgetown, Kentucky

Advice from fellow online instructors:Begin With An End In Mind

Concise

SummaryChapter 12

“I learned that designing quality online courses must begin with the end in mind: what your learners will be able to do….an online course must be fully designed and developed before the first learner accesses the course.”

Kathy Ingram, Ph.D.Jacksonville UniversityJacksonville, Florida

Critical


Each phase included a detailed table showing connections:

Tools and Applications connected to a Tip Number with suggested Pedagogical uses and purposes

Each tip answered numerous questions

“This tip answers questions such as these”

Detailed explanations for each tip

“What” – “Why” – “When” – “How”

Sample rubrics throughout the book:

Evaluate Weekly Postings; Simple Three Point

Participation and Levels of Thinking

Critical

AssessmentFour New Strategies I Utilize

Weekly Quizzes

Timed quizzes that are good for testing automatically and supporting lower-level learning objectives and initial understanding of core concepts

Rubrics

Scoring tool for assignments and discussions

YouTube

A website for posting short videos to students

Announcements and E-mail

Aim is to communicate a teaching presence

Reminders; Insights; Links to current news

Critical


Synchronous tools for quick information checks

Text messaging; Instant messaging; Twittering

Synchronous collaboration tools

Elluminate, Wimba, and Acrobat Connect

Blogs

Online journals

Social Networking sites

Facebook, MySpace, Ning, and LinkedIn

Intended

Audience

Faculty

• Limited access to faculty support services

• Little or no experience in online instructional environments

• Minimal time to prepare for online learning

• Planning a gradual transition from the face-to-face environment to online environments

• Required to complete a course or program prior to teaching online

ACCOUNTING MINOR

Book Review #4Blended Learning in Higher Education:Framework, Principles, and Guidelines


Essential Information

ISBN 978-0-7879-8770-1

Authors D. Randy Garrison,Norman D. Vaughan


Date 2010

Format Hardcover

Length 245 pages

Price $38.00

Authors Garrison and Vaughan work at the University of Calgary and current research focuses on blended learning

• D. Randy Garrison

• Director of the Teaching and Learning Centre

• Full professor in the Faculty of Education

• Served as dean, faculty of extension at the University of Alberta from 1996 to 2001

• Published extensively on teaching and learning in higher, distance, and adult education

• Norman D. Vaughan

• Coordinator and instructor of the blended learningsupport program in the Teaching & Learning Centre

• Teaching background includes graduate and undergraduate courses in educational technology, K-12, technical training in the petroleum industry, and English as a second language in Japan

Concise

Summary

Part One: Community of

InquiryFramework

Part Two: Blended

Learning in Practice

Appendix Added Bonus!

Content Arranged in 2 Parts: Eight Chapters Focused on Course Redesign

Blended Learning Described

Concise

SummaryChapter 1

“Blended learning is the thoughtful fusion of face-to-face and online learning experiences.”

“The basic principles that face-to-face oral communication and online written communication are optimally integrated such that the strengths of each are blended into a unique learning experience congruent with the context and intended educational purpose” (p. 5).

PART ONE

Community of Inquiry Framework

Community of

Inquiry

Concise

SummaryChapter 2

Educational Experience

Teaching Presence

Selecting Content

SettingClimate

SocialPresence

CognitivePresence

SupportingDiscourse

Concise

SummaryChapter 2

Elements Categories Indicators

Social Presence

• Open communication• Group cohesion• Affective / Personal

• Enable risk free expression• Encouraging collaboration• Expressing emotions

Cognitive Presence

• Triggering event• Exploration• Integration• Resolution

• Exchanging information• Connecting ideas• Applying new ideas

TeachingPresence

• Design and organization• Facilitation of discourse• Direct instruction

• Setting curriculum and methods

• Focusing discussion

Concise

SummaryChapter 3

Designing Blended Learning to Create a Community of Inquiry

Teaching Presence CategoryDESIGNSocial Presence

Principle Plan to establish a climate that will encourage open communication and create trust

Concise

SummaryChapter 3


Teaching Presence CategoryDESIGNCognitive Presence

Principle Plan for critical reflection, discourse, and tasks that will support systematic inquiry

Concise

SummaryChapter 3


Teaching Presence CategoryFACILITATION OF DISCOURSESocial Presence

Principle Sustain community by shifting to purposeful, collaborative communication

Concise

SummaryChapter 3


Teaching Presence CategoryFACILITATION OF DISCOURSECognitive Presence

Principle Encourage and support the progression of inquiry

Concise

SummaryChapter 3


Teaching Presence CategoryDIRECT INSTRUCTIONSocial Presence

Principle Manage collaborative relationships to support students in assuming increasing responsibility for their learning

Concise

SummaryChapter 3


Teaching Presence CategoryDIRECT INSTRUCTIONCognitive Presence

Principle Ensure that inquiry moves to resolution and that metacognitive awareness is developed

Concise

SummaryChapter 3


ASSESSMENT

Principle Ensure assessment is congruent with intended learning outcomes

Concise

SummaryChapter 4

Faculty Development

Inquiry of Blended Learning Courses and Resources

Inquiry

Blended Learning

Course Redesign

Learning Outcomes

Teaching Strategies

Communication Tools

Technology Tools

Assessment

Student Orientation

Impact

Concise

SummaryChapter 4

Course redesign for blended learning allows for professional development

Approach allows professors opportunities to:

• Reflect, discuss, and make decisions about their course redesign process with their peers

• Experience a blended learning environment from the student perspective

• Implement and evaluate their own blended learning courses with the aid of instructional design and evaluation support

PART TWO

Blended Learning in Practice

Concise

SummaryChapter 5

Scenarios: Small Class Courses

Political Science and PhilosophyChallenges / realities / goals / redesign / results

Focus

• Fewer lectures• Sustained asynchronous communication

Concise

SummaryChapter 5

Scenarios: Large Enrollment Courses

Communications / Writing and ChemistryChallenges / realities / goals / redesign / results

Focus• Increased interaction• Increased meaningful problem solving

Concise

SummaryChapter 5

Scenarios: Project-based Courses

Nursing and Scientific WritingChallenges / realities / goals / redesign / results

Focus• High-demand, low-enrollment courses• Access and collaborative learning opportunities

Concise

SummaryChapter 6

Guidelines for strategies and techniques: New approaches

Synchronous and asynchronous connectivity and collaboration

Technology; Media; Medium of communication

Student’s perceive the instructor as crucial

Community of Inquiry

How students perceive and approach learning: Deep and surface approaches

Concise

SummaryChapter 6

Applying the Principles

An interesting presentation, but not a detailed picture of “how to”

DESIGNDesigning social

and cognitive presence

FACILITATIONFacilitation of social

and cognitivepresence

DIRECT INSTRUCTION

Leadership

ASSESSMENTFormativeSummative

Concise

SummaryChapter 7

Strategies and Tools:Planning and Design

Before a face-to-face session

After a face-to-face session

Face-to-facesession

Preparation for thenext face-to-facesession

Design Considerations

Concise

SummaryChapter 7

Design Considerations: Before a Face-to-Face Session

Inquiry Learning Activities e-learning Tools / Resources

• Learner

• Create a triggering event

• Determine learner’s prior knowledge

• Reading / Writing

• Pre-reading assignment or activity

• Self-assessment quiz or survey

• Communication –Announcements

• Group e-mail

• Quiz tool or survey tool

• Posting or linking pre-reading assignments

Concise

SummaryChapter 7

Design Considerations:During a Face-to-Face Session

Inquiry Learning Activities E-learning Tools / Resources

• Defining a triggering event

• Beginning to explore the questions

• Key Questions

• Mini-lecture and/or tutorial to address the results of the pre-class quiz or survey

• Case studies

• Large or small group discussions / activity

• Printed material

• Displaying quiz or survey results

• Classroom response systems (clickers)

• Conducting in-class quizzes

• Displaying digital learning objects, assignments, student work

Concise

SummaryChapter 7

Design Considerations:Between Face-to-Face Sessions


Further exploration toward tentative integration with the ability to connect theory to practice application

• Reading / writing

• Individual or group work; case studies

• Online discussions with student moderation

• Virtual classroom tools (Elluminate Live) for synchronous sharing

• Online discussion

• Group work

Concise

SummaryChapter 7

Design Considerations:The Next Face-to-Face Session


•Resolution

•Application

• Review of online discussion activities

• Individual or group presentations

• Final group thoughts on topic

• Display quiz or survey results

• Display discussion forum

• Display assignments and student work

Concise

SummaryChapter 7

Assessment Techniques

Assessment Rubrics for Student Assignments

• Portfolios

• Discussion Rubric

• Self-Assessment: students analyze and evaluate their own online discussion contributions

• The Minute Paper

•What was the most important thing you learned during class?

•What important questions remain unanswered?

Critical


Appendix 3: Redesign Guide for Blended Learning

Step-by-step guide with questions: Analysis/Design/Development/Implementation/Evaluation

Appendix 4: Blended Faculty Community of Inquiry Planning Document1) Program goal; 2) Program outcomes: Curriculum design, Teaching strategies, Technology innovation; 3) Tentative Schedule: Procession work, Kick-off session, Fall session, Winter session, Project outcomes

Appendix 5: Student Survey Questionnaire

Good example with 21 Questions

Appendix 10: Sample Blended Learning Course Outline

Good definitions, Policies, and an Acknowledgement Letter

Sample rubrics

Assess participation in an online discussion forum

E-portfolio assessment

Critical


Acknowledgement Letter Signed by Student

Read course outline; daily access to Internet; active and self-directed learning; must manage time; will use course system

Student Survey Questionnaire

Voluntary and responses kept confidential and anonymous

Rubric

E-portfolio assignment

The Minute Paper: In-class Assessment StrategyWhat was the most important thing you learned during class?

What important questions remain unanswered?

Intended

Audience

Faculty

• Struggling to find the time and means to engage their students in meaningful learning activities

• Trying to integrate the Intent and communications technology in their courses

Instructional Designers

• Seeking specific techniques for designing blended learning courses

Graduate Students and Administrators

• Seeking to gain an understanding and appreciation for the potential of blended learning approaches

Questions and

Comments

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